江苏省海安县大公初级中学八年级英语上册《8A Unit 5 Birdwatchers》Period 1 Comic strip& welcome to the unit教案 牛津版.doc

《8A Unit 5 Birdwatchers》Period 1 Comic strip& welcome to the unit
Title
(课题)
Birdwatchers
Comic & Welcome to the
unit
Type
(课型)
New
新授课
Period
(课时)
1
Supporting theories
(理论支撑)
1. 加德纳的多元智能理论认为，每个人都至少具有八个方面的潜能，智能是发展的，是可以培养的，而且在许多方面都能达到比较高的水平。它使老师看到了学生们的多种潜能，看到了“人人有才”，“每个学生都是潜在的天才”，增强了 我们对每一个人接受教育的可能性的信心。
2. 倡导情境教学法。情境教学法(Situational Teaching Method)是指在教学过程中，教师有目的地引入或创设具有一定情绪色彩的、以形象为主体的生动具体的场景，以引起学生一定的态度体验，从而帮助学生理解教材，并使学生的心理机能能得到发展的教学方法。情境教学法的核心在于激发学生的情感。
情境教学中的特定情境，提供了调动人的原有认知结构的某些线索，经过思维的内部整合作用，人就会顿悟或产生新的认知结构。情境所提供的线索起到一种唤醒或启迪智慧的作用。
3. 多元导入。激发学生兴趣，启迪学生思考。录象和课件都是视觉媒体，可以给学生直观的画面，和丰富的情境，将其运用于教学中，是利用视觉—空间智能理解掌握知识的好办法。不仅能够调动学生多种感官系统，参与学习，而且可以触发人的情感因素，对理解知识是非常有好处的。
Aims and demands
(教学目标)
A: Knowledge (语言知识)
To learn different kinds of birds.
B: Language skill (技能)
To express which bird you like best and why

Key points and difficulties
(教学重、
难点)
The descriptions of the birds.

Teaching Methods
(教学方法)
Task-based approach
Aids:
课前准备（教具、活动准备等）
1. 准备多媒体课件。
2. 在网上搜索扎龙自然保护区的相关信息。
教 学 设 计
课前延伸
（预习）
1. To find out how many birds and what birds live in Zhalong Nature Reserve from the Internet.
2. To find out which birds in Zhalong Nature Reserve are endangered.

养成自学习惯，培养自学能力
Teaching Plan
(授课计划)
Studying Plan
(学习计划)
Aims
(设计意图)

课

内

拓

展

学
StepⅠWarming up
1. A short film about all kinds of birds in Zhalong Nature Reserve.
2. Ask the students to say something about the birds in Zhalong Nature Reserve.
(northern 北方的；北部的)
1.用学生熟悉的扎龙自然保护区的短片给学生创设自然真实的学习氛围。
2.引导学生关注世界、关注自然。
Step II Presentation
1. The new teaching
of new words.
a: birdwatcher, birdwatch
b: market, roast, yummy
c:crane, seagull, sparrow, swallow, swan, golden eagle.
d: beak, long-winged, web-footed, long-pointed, forked, brownish, broad, hooked
2. An exercise. (课中训练)
以形象生动的图片为依托教授生词，充分调动学生的学习兴趣和积极性。

导
Step III Practising
1. (Part A on page 75)
A game for you. Listen to me carefully and try to guess what bird it is.
a: golden eagle
b: swallow
c: swallow
d: sparrow
e: crane
f: seagull
2. (Part B on page 75)
Let’s work in pairs first. And then I’ll ask you to tell us which bird your partner likes best and why.
1.以游戏的形式呈现课本练习，使枯燥乏味的知识有了灵性，极大地提高课堂效率。
2.在小组合作中
使学生的思维得到碰撞，在实践中提高对知识的认知和理解。

Step IV Presentation
1. Presentation of Comic strip.
Look at Hobo and Eddie in the four pictures carefully. Then talk with your partners about what Hobo and Eddie say. Let’s see which students are the cleverest.
2. Further understanding of Comic strip. Answer the following questions.
1) Where is Eddie going tomorrow? (The market.)
2) What is Eddie doing at the market? (Eat Beijing Duck and roast chicken.)
3) Does Eddie like Beijing Duck and roast chicken? (Yes.)
4) Will Hobo go birdwatching tomorrow? (Sorry, I don’t know.)
3. Finish some exercises.
（课内练习）
在用图片创设的情境中，学生小组合作完成改部分的学习。变抽象为形象，变枯燥为有趣

Step V Consolidation
1. Make students see a film about endangered birds in the world.
2. Ask students to talk about what they should do to protect the birds in their groups.
3. Some students give a report about how to protect the birds in the world.
通过一段有关濒临灭绝的鸟类的短片唤起学生强烈的保护意识；小组讨论，学生有感而发，在充分锻炼了口头表达能力的同时，学生爱护自然、爱惜生灵的情操自然得以提升。
课后
提升
Step VI Assignment
1. Find more information about birds on the Internet.
2. Write a report about what people should do to protect the endangered birds in the world.
学生网上搜寻鸟类信息的过程就是一个强化对鸟类保护意识的过程，这种意识是自然生成的，是无痕的，也是最有效的。